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Student Learning Centre VERBS (The following information on tense and aspect is mostly taken from Celce-Murcia, M & Larsen-Freeman, D 1999, The grammar book, 2nd edn, Heinle & Heinle, USA.) What are traditionally called the 12 tenses are in fact 12 combinations of tense (relating to time) and aspect (how the verb is experienced, i.e. as a completed action or as still in progress). It is important to understand why we would choose a particular tense or aspect in a particular situation. For example, how can “He will arrive at 9pm tomorrow” and “He will be arriving at 9pm tomorrow” both be correct? The answer is that we must consider the aspect. In this case, the first sentence focuses strongly on the event and time, while the second sentence is less definite. Consider the following chart: ASPECT Progressive / Perfect Continuous have + past participle be + -ing Simple TIME Ø Present Past Future watch / watches watched will watch have / has watched had watched will have watched Perfect Progressive / Continuous have + been + -ing am / is / are watching was / were watching will be watching have / has been watching had been watching will have been watching Simple aspect: used for events which are immediate facts (or strong predictions in the future), complete or unchanging. • I live in Adelaide. • I get the bus to work every day. • I have a meeting next Wednesday. (It is already planned.) • I attended a meeting last week. • I will take the exam next year. Perfect aspect: used to show the prior nature of an event in relation to some other point in time. • I have written my essay. (Present reference) • By the end of next month, she will have been living here for two years. (Future reference) • He had left before I arrived. (Past reference) • He will have left before we get there. (Future reference) Progressive aspect: used for an event which is temporary or changing. • They are living in Adelaide. (Temporary situation) • She is becoming more and more deaf. • He was coughing all night. (Temporary situation) (Changing situation) • He will be doing an examination this time tomorrow. (Temporary situation) EXPRESSIONS Some expressions can help us decide which aspect to use. Simple: last year, STATIVE Perfect: next year, every day Just, Progressive: already, yet, since Now, at the moment VERBS Some verbs are not usually used in a progressive form. We do not say, for instance, “I am hating coffee” or “It is measuring five kilometres”. These “stative verbs” indicate stability (eg “I hate coffee and I will not change my mind”). Other verbs change their meanings if they are used progressively. Compare, for example, “I think it’s going to rain” (it is my opinion) and “I am thinking about changing jobs” (I am considering). Emotion: dislike, hate, like, love, prefer, want, wish Surprise: astonish, surprise Comprehension: believe, doubt, feel (have an opinion), imagine (suppose), know, mean, recognise, remember, suppose, think (have an opinion), understand Perception: hear, measure, see, smell (have a smell), sound, taste, weigh Relationship: belong to, concern, consist of, contain, depend on, deserve, fit, include, involve, lack, matter, need, owe, own, possess Appearance: appear (seem), resemble, seem Verbs 1/2013 © SLC 1 of 6 Student Learning Centre SOME CONTRASTS 1 2 3 4 5 Present progressive Simple present • I am wearing my sunglasses because the sun is bright. Temporary • I wear glasses. Habitual • What are you doing next week? Specific; plan • What do you do every day? Generic • I am thinking about the answer. Active • I think the answer is wrong. Stative Present perfect progressive Present perfect • I have been visiting my grandmother. Length of time close to present; informal • I have visited my grandmother. Finished action • I have been teaching for twenty years. Continuity into the future implied and length of action stressed. • I have taught for twenty years. Continuity into the future possible • She has been writing a book. Incomplete • She has written a book. Complete Simple past Present perfect • My father lived here all his life. Complete (father has died) • My father has lived here all his life. • Did you visit Paris on your European trip? Complete • Have you ever visited Paris? Simple past • He drowned in the lake. Complete • He was drowning, but the lifeguard rescued him. • He left when I came in. Complete • He was leaving when I came in. • They lived in Adelaide all their lives. Complete • They were living in Adelaide at the time. Simple past Incomplete/interrupted: he may have changed his mind and stayed. Temporary Past – complete • By the time I remembered the cake, it had burned. Past – before another event in the past Future progressive Strong statement • We will offer that class next semester. Definite Simple future • She will move house when she finishes her studies. Verbs Incomplete Past perfect Simple future • He will arrive at 8pm. 7. Incomplete Past progressive • The cake burned because I forgot about it. 6 Incomplete (he still lives here) • He will be arriving at 8pm. Less definite; informal • We will be offering that class next semester. Less definite; informal Future perfect After finishing • She will have moved house by the time she finishes. 1/2013 © SLC Before finishing 2 of 6 Student Learning Centre USE OF TENSES IN ACADEMIC WRITING General Rules Present tense: Used to explain or discuss current knowledge Continuing objectives • This study’s aim is…. General principles / laws • Ohm’s law states… Data / findings / overview of theory • These results show… Opinion or statement from academic source • Brown claims that… Habitual or general state or action • These factors characterise the two viewpoints… Past simple tense: Used to state or describe what previous researchers did or thought Past objectives and procedures • The main purpose was… • The sample was… What happened • Previous studies concentrated on teachers rather than students. Views held in the past • It was thought for many years that… • The study showed that… Present perfect tense: Used to show the current relevance of research Research conducted in the recent past and still important now • Recent studies have indicated that this is no longer the case. Views held in the past and still held • This has been a key issue for many years. Adapted from: Winckel, A & Hart, B 2002, Report writing style guide for engineering students, 4th edn, University of South Australia, p. 34; Swales, JM & Feak, CB 1994, Academic writing for graduate students, The University of Michigan Press, Ann Arbor, Michigan; Centre for Applied Language and Literacy Research, Edith Cowan University 2001, Writing a literature review, viewed 15 August 2006, <http://www.ecu.edu.au/ses/research/CALLR/WRITING/tense.html>. Consider the use of tenses in the introduction to this essay question: QUESTION: For education to be fair, it must be the same for everyone. Discuss this statement in the light of the recent debate about separate curriculum provision in relation to boys and girls. RESPONSE: The concern for equity in regard to the treatment of boys and girls in school has been (view held in the past and still held) a key issue in Australia for the past 25 years. Gill (cited in Clark 1989, p. 14) voices (opinion) the ‘fundamental article of faith and commitment within the teaching profession’, that children should be treated ‘as individuals’. However, to argue that this belief implies (general principle) that identical provision for both boys and girls was made (what happened in the past) in past decades is (opinion) to trivialise the issue and to ignore the complex and often subtle differences of worldview, attitudes, behaviour and emotions that characterise (general state) the two groups. This brief survey, encompassing different school types and the intricate web of the actions and reactions of students, teachers and other stakeholders, argues (general action) for equal opportunities for boys and girls, to enable them to achieve their full potential within and following their school experience. (Miller, JC 1999, 'Differentiated educational provision', unpublished assignment in the topic UBEU Education Context, University of South Australia, Magill.) Verbs 1/2013 © SLC 3 of 6 CONSISTENCY It is not just the time when something occurred, but also other factors in the paragraph, that can influence your choice of tense. You can (and often should) change tense in a sentence or a paragraph, but you need to be careful to include words that show a difference in time. a) In 1998 Smith proposed a link between hair colour and temper. This is now disputed. In 1998 – past; now – present b) We can now compare what we know about Ann with Carroll’s list. We have already seen that she is good at identifying sounds and attaching them to symbols. now – present; already – before now EXERCISE Can you put the highlighted infinitives into the best verb tenses for the following passage, and explain why you have chosen them? Remember to make the verbs fit in terms of person and number, and note that some of the verbs are passives. There is a list of irregular verbs at the end of this leaflet. Debate on chocolate in recent years focus1 on its antioxidant properties. Few authors write2 before now about its overall benefits to general feelings of well being. Research reveal3, however, that chocolate be4 not only good for us biologically, but also emotionally. Boynton’s book Chocolate. The consuming passion (1982) be5 a comprehensive guide which aim6 to answer all intelligent questions about chocolate. The book describe7 the origins of chocolate, from the Aztecs and Mayans hundreds of years ago, who make8 a drink which they called ‘xocoatl’ (Boynton 1982, p. 8), to the twentieth century, when people consistently begin9 to use the word ‘chocolate’ to talk about chocolate bars. Boynton’s findings indicate10 that ‘fourteen out of ten individuals like chocolate’ (1982, p. 9). She demonstrate11 how chocolate appeals to people of all different personalities, describe12 the process of chocolate making, and subtly express13 the view that carob and white chocolate be14 not really chocolate at all. In reporting research on taste tests, she comment15 that during the tests ‘three out of four individuals actually resent16 having been blindfolded’ (Boynton 1982, p. 68). The reason given is that during the tests one individual steal17 the others’ chocolate. Clearly testing need18 always to be conducted within a carefully controlled framework. In describing the philosophical progression of attitudes to chocolate, Boynton explain19 how many years ago the rationalists first question20 its existence, the empiricists then prove21 its existence by tasting it and finally the capitalists not mind22 if it exist23 or not as long as people buy24 it (1982, pp. 64-65). The book conclude25 with a powerful discussion about the politics of chocolate, which end26 with the statement ‘chocolate is not a privilege: it is a right’ (1982, p. 108). Chocolate be thus seen27 as a universal benefit. (Julia Miller, Student Learning Centre, Flinders University, 17.4.08) ANSWERS TO EXERCISE Debate on chocolate in recent years has focussed1 (research conducted in the recent past and still important now) on its antioxidant properties. Few authors have written2 (research conducted in the recent past and still important now) before now about its overall benefits to general feelings of well being. Research reveals3 (findings), however, that chocolate is4 (general principle) not only good for us biologically, but also emotionally. Boynton’s book Chocolate. The consuming passion (1982) is5 (overview; fact) a comprehensive guide which aims6 (continuing objective) to answer all intelligent questions about chocolate. The book describes7 (overview; fact) the origins of chocolate, from the Aztecs and Mayans hundreds of years ago, who made8 (what happened in the past) a drink which they called ‘xocoatl’ (Boynton 1982, p. 8), to the twentieth century, when people consistently began9 (what happened in the past) to use the word ‘chocolate’ to talk about chocolate bars. Boynton’s findings indicate10 (findings) that ‘fourteen out of ten individuals like chocolate’ (1982, p. 9). She demonstrates11 (overview of theory) how chocolate appeals to people of all different personalities, describes12 (overview of theory) the process of chocolate making, and subtly expresses13 (overview of theory) the view that carob and white chocolate are14 (fact) not really chocolate at all. In reporting research on taste tests, she comments15 (findings) that during the tests ‘three out of four individuals actually resented16 (what happened in the past) having been blindfolded’ (Boynton 1982, p. 68). The reason given is that during the tests one individual stole17 (what happened in the past) the others’ chocolate. Clearly testing needs18 (general principle) always to be conducted within a carefully controlled framework. In describing the philosophical progression of attitudes to chocolate, Boynton explains19 (overview) how many years ago the rationalists first questioned20 (view held in the past) its existence, the empiricists then proved21 (what happened in the past) its existence by tasting it and finally the capitalists did not mind22 (view held in the past) if it existed23 (what happened in the past) or not as long as people bought24 (what happened in the past ) it (1982, pp. 64-65). The book concludes25 (general action) with a powerful discussion about the politics of chocolate, which ends26 (general action) with the statement ‘chocolate is not a privilege: it is a right’ (1982, p. 108). Chocolate is thus seen27 (opinion) as a universal benefit. Verb 1/2013 © SLC 4 of 6 The following chart list some irregular verbs, and then describes verb types and characteristics. IRREGULAR Infinitive arise awake be bear beat become begin bend bet bid bind bite bleed blow break breed bring build burn burst buy catch choose come cost creep cut deal dig dive do draw dream drink drive eat fall feed feel fight find flee fling fly forbid forecast foresee forget Verbs VERBS Past tense arose awoke was bore beat became began bent bet / betted bade / bid bound bit bled blew broke bred brought built burnt / burned burst bought caught chose came cost crept cut dealt dug dived did drew dreamed / dreamt drank drove ate fell fed felt fought found fled flung flew forbade forecast / forecasted foresaw forgive Past participle found awaked, awoken been borne beaten become begun bent bet / betted bidden / bid bound bitten bled blown broken bred brought built burnt / burned burst bought caught chosen come cost crept cut dealt dug dived done drawn dreamed / dreamt drunk driven eaten fallen fed felt fought found fled flung flown forbidden forecast / forecast foreseen forgotten Infinitive forgive freeze get give go grind grow hang have hear hide hit hold hurt keep kneel know lay lead lean leap learn lend let lie light lose make mean meet mistake pay put read ride ring rise run saw say see seek sell send set shake shine shoot 1/2013 © SLC Past tense forgave froze got gave went ground grew hung / hanged had heard hid hit held hurt kept knelt knew laid led leant / leaned leapt / leaped learnt / learned lent let lay lit / lighted lost made meant met mistook paid put read rode rang rose ran sawed said saw sought sold sent set shook shone shot Past participle forgiven frozen got given gone ground grown hung / hanged had heard hidden, hid hit held hurt kept knelt known laid led leant / leaned leapt / leaped learnt / learned lent let lain lit/ lighted lost made meant met mistaken paid put read ridden rung risen run sawn said seen sought sold set set shaken shone shot 5 of 6 Infinitive show sweep swim take tear think throw tread undertake upset wake weave win withdraw write TYPES AND Past tense showed swept swam took tore thought threw trod undertook upset woke / waked wove won withdrew wrote Past participle shown / showed swept swum taken torn thought thrown trodden / trod undertaken upset woken / waked woven won withdrawn written Infinitive swear swell swing teach tell thrive thrust understand undo sit wear weep wind withhold Past tense swore swelled swung taught told throve / thrived thrust understood undid sat wore wept wound withheld Past participle sworn swollen / swelled swung taught told thriven / thrived thrust understood undone sat worn wept wound withheld CHARACTERISTICS OF VERBS: Transitive verb Needs an object • Jim saw the pelican. Intransitive verb Does not need an object • Jim ran fast. Verb phrase Contains more than one word • Jim has seen the pelican. Finite verb Is used with a subject and changes tense • Jim saw the pelican yesterday. He will see it tomorrow. Non-finite verb Cannot be used with a subject and does not change tense • …seeing pelicans. • …to see a pelican. Gerund Is a noun formed from a verb • Watching pelicans was Jim’s hobby. Regular verb Forms past tenses and past participles by adding ‘d’ or ‘ed’ to the present tense. • Jim watches pelicans. • Jim watched pelicans. Irregular verb Forms past tenses by changing the verb stem • • • • Active voice Is used when the subject does something • Jim sees the pelican. Passive voice Is used when the verb has an effect on the subject. • The pelican was seen by Jim. Describes the manner in which the action is expressed. • Jim watches the pelican. (Indicative mood) • Watch the pelican! (Imperative mood) • If I were Jim, I wouldn’t watch any more pelicans. (Subjunctive mood) Mood Jim sees the pelican. Jim saw the pelican. The pelican flies past. The pelican flew past. STUDENT LEARNING CENTRE REGISTRY BUILDING ANNEXE TEL: 61-8-8201 2518 E-MAIL: [email protected] INTERNET: http://www.flinders.edu.au/SLC POSTAL: PO BOX 2100, ADELAIDE, SA 5001 Verb 1/2013 © SLC 6 of 6